Supporting Scientific Modeling Practices in Atmospheric Sciences: Intended and Actual Affordances of a Computer-Based Modeling Tool

Autor/inn/en	Wu, Pai-Hsing; Wu, Hsin-Kai; Kuo, Che-Yu; Hsu, Ying-Shao
Titel	Supporting Scientific Modeling Practices in Atmospheric Sciences: Intended and Actual Affordances of a Computer-Based Modeling Tool
Quelle	In: Interactive Learning Environments, 23 (2015) 6, S.748-765 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.807844
Schlagwörter	Science Instruction; Computer Uses in Education; Educational Technology; High School Students; Grade 10; Learning Activities; Design; Technological Literacy; Models; Foreign Countries; Weather; Pollution; Scientific Concepts; Vignettes; Prediction; Simulated Environment; Video Technology; Concept Formation; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computernutzung; Unterrichtsmedien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernaktivität; Technisches Wissen; Analogiemodell; Ausland; Wetter; Schadstoffbelastung; Vorhersage; Künstliche Umwelt; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Computer-based learning tools include design features to enhance learning but learners may not always perceive the existence of these features and use them in desirable ways. There might be a gap between what the tool features are designed to offer (intended affordance) and what they are actually used (actual affordance). This study thus aims at investigating how the design features of a computer-based tool supported high school students' modeling practices in atmospheric sciences. Twenty-three 10th graders participated in 16 hours of learning activities by using the tool. We conducted a detailed analysis of students' computer activities, their use of the design features, and their building, testing, analyzing, and evaluating practices. The analysis showed that while some design features such as "Variable List" and "Testing Variables" were perceived by students and successfully afforded their enactment of building and analyzing practices, other features including "Screen Shot" and "Edit" were rarely used or not utilized in the desirable ways. Based on the findings, this study suggests that the realization of intended affordances may involve factors of learners' characteristics, the nature of learning activities, and the complexity of tasks, and constructs an affordance analysis scheme to inform the design of computer-based learning tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01